Light in august에 나타난 비극적 인간상황

전봉철 釜山大學校 1983 국내석사

포스트모던 리얼리즘의 지형학

전봉철 부산대학교 일반대학원 1999 국내박사

This dissertation is an attempt to map postmodern realism through the archaeological analysis of various discourses of reality. The focus of Chapter two is on the archaeology of reality. The appearance of postmodern realism in the postmodern space is bound up with the change of perspectives on reality. The discursive layers of reality ranging from literary realism to poststructuralism reveals that the conceptual history of reality is succeeded from the affirmation of reality through its skepticism to its negation. If the very existence of reality is negated, postmodern realism is unimaginable. The access to postmodern realism, therefore, demands the characterization of postmodern reality by means of the deconstruction of some myths connected with the negation of reality. There are three myths of reality: the first myth is that contemporary reality is more horrible and chaotic than earlier reality; the second that contemporary reality is fragmented while past reality is unified; the third that reality itself does not exist any longer now. The deconstruction of the first two myths is mainly based on Raymond Tallis's argument that reality has always been a huge panorama of realities and that panorama has always been complex and cruel. The third myth originates with poststructuralists, particularly Jean Baudrillard. He argues that simulation has become total and unending; that the world is enwrapped in an epidemic of multiplying images which can only be described as hyperreality; that the distinction between the real and the unreal has disappeared completely. However, not only does Baudrillard's argument reveal a highly abstract sign fetishism, but it also exaggerates the notion of hyperreality grossly. I partly agree with Tony Tanner, Graham Clarke and Philip Roth that contemporary reality has seemingly become more incredible and more problematic. I also partly agree with Gerald Graff that realty has increasingly become unreal and with Fredric Jameson that the whole surrounding world of everyday reality has been derealized. The reason I partly agree with them is that their arguments may be misunderstood to mean the negation of reality, which is due to the great influence of poststructuralists. Therefore, Graff's 'unreal reality' and Jameson's 'derealization of reality' should not be read as the 'lack of reality' but as the 'cognitive derealization of reality,' which I call postmodern reality. Postmodern reality is not the anti-reality of the hyperreal world dominated by what is variously called 'artificial reality,' 'virtual reality,' or 'simulated reality,' but the cognitively derealized reality which continuously threatens our sense of reality because the hyperreal anti-world and the real world intersect in our perception. The focus of Chapter three is on mapping postmodern realism by examining representation and mimesis. If postmodern realism can be read as a new form of realism, representation and mimesis should be reinstated. The first part of Chapter three elucidates some misunderstandings concerned with 'crisis in representation' and considers how representational strategies operate in the postmodern space, focusing on Jameson. the second part of Chapter three establishes the postmodern realist theory of mimesis by examining some critics who affirm the mimetic function of postmodern fiction including metafiction and by reconsidering a series of mimetic theories ranging from Plat to Jorge Luis Borges. If postmodern reality is a paradoxical reality, postmodern realism can be characterized by an aesthetic of paradox. Postmodern realism reveals the politics of representation by using the tension between oppositions, such as fantasy/reality, history/fiction, and fact/fiction which seems contradictory and unable to coexist. In this sense, postmodern realism can be read as decentering writing or resistant writing. The last part of Chapter three maps out postmodern realism by examining how this aesthetic of paradox operates in magic/fantastic realism, historiograpic metafiction, midfiction, and referential anti-realism. The Conclusion deals with the prospect of postmodern realism. While postmodernism, it is a form of realism in that it affirms representation and mimesis. This paradox suggests that postmodern realism is in progress of what I called the dialectic of realism which dereifies the rigid and reified concept of realism.

특수교육지원센터 순회교사에게 필요한 역량의 교육 요구 분석 : 경기도 지역의 통합형 순회교육을 중심으로

전봉철 공주대학교 특수교육대학원 2023 국내석사

The purpose of this study is to identify the competencies required by itinerant teachers in special education support centers that provide integrated itinerant education in Gyeonggi-do Province. Based on this, the study aims to examine the educational needs for the competencies required by itinerant teachers, taking into account the entire population of itinerant teachers, as well as their qualifications and grade levels. To achieve this, a literature analysis was conducted on the competencies of special education teachers and integrated itinerant education. Based on this analysis, a preliminary list of competencies was derived. To validate the appropriateness of these competencies, two rounds of Delphi surveys were conducted to determine the competencies required by itinerant teachers in special education support centers. A survey was conducted among itinerant teachers from 25 special education support centers in Gyeonggi Province to assess their educational needs and prioritize competency development. The research process yielded the following findings: First, through literature research and Delphi surveys, three competency categories, nine competency elements, and twenty competency indicators required by itinerant teachers in special education support centers were identified. Second, based on the competencies required by itinerant teachers in special education support centers, a survey was conducted among 146 itinerant teachers from Gyeonggi Province. The survey aimed to identify the educational needs regarding these competencies. The results indicated that the following competencies should be prioritized for development: understanding the characteristics of itinerant education recipients, understanding of special education curriculum, curriculum restructuring, direct teaching and learning support, behavioral intervention support, and counseling for general teachers. Third, the competencies that should be prioritized for development were examined based on the qualifications of itinerant teachers in special education support centers. For first-grade certified teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, understanding of special education curriculum, curriculum restructuring, direct teaching and learning support, and behavioral intervention support. For second-grade certified teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, curriculum restructuring, support for individualized education plan development and implementation, direct teaching and learning support, and behavioral intervention support. Fourth, the competencies that should be prioritized for development were examined based on the school-levels of itinerant teachers in special education support centers. For kindergarten special educaiotn teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, curriculum restructuring, itinerant education evaluation, behavioral intervention support, itinerant education recipient counseling, and general teacher counseling. For elementary school special education teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, understanding of special education curriculum, curriculum restructuring, direct teaching and learning support, instructional material support, behavioral intervention support, and general teacher counseling. For middle school special education teachers, the following competencies were identified as priorities: understanding the characteristics of itinerant education recipients, understanding of special education curriculum, curriculum restructuring, support for individualized education plan development and implementation, and direct teaching and learning support.